למידה, אינטרנט ... ומה שביניהם

The broken edtech ecosystem investors once avoided is changing

Today, the unforgiving school ecosystem, which has presented itself as an almost insurmountable barrier to entry for many edtech startups, is showing signs of change. This is a critical development in an industry where many innovative apps have been unable to displace archaic, inferior technologies in schools because of restricted funding and a general unwillingness of schools to disrupt the status quo.

Of course, the ultimate losers in this are our children. The current quality of software used by schools is extremely poor compared to what it could be.

Teach effectively, more easily
Students love using apps in school, but as a teacher you need to know that they're learning properly. While they're using the app, Zzish monitors who needs your help, with what, and how well they're progressing.

חמש יחידות מתמטיקה של בנט: טוב לאינטל, רע לילדים שלנו

לחברות ההיי-טק יש אינטרס ברור להגדיל את ההיצע - כך הן יוכלו לקלוט את התלמידים הטובים ביותר, לשלם להם פחות ולהעביד אותם ימים ולילות. כל זאת, רק כדי להיפטר מהם כשיגיעו לגיל ארבעים וחמש ולהחליף אותם במגויסים טריים ונמרצים.

הגיע הזמן לשנות את המערכת. חלאס!!!! למען הילדים שלנו, למען העתיד, למען החברה!

ציון "נכשל" בטכנולוגיה לבית הספר

בלתי מספיק: למה מערכת החינוך לא עושה כמעט שימוש בטכנולוגיה בשיעורים?

העזרים האלה מרתקים את התלמידים, מגבירים מעורבות וגם מסייעים לשיפור הישגים.

Teachers in Maine say iPads 'provide no educational function in the classroom'

One teacher cited by the study said that the iPads "provide no educational function in the classroom. Students use them as toys," adding that word processing is "near to impossible."

One teacher even said "the iPads are a disaster."

Students weren't much more positive, according to the Sun Journal. “WE NEED LAPTOPS!!!” one student reportedly wrote three times in the study.

88.5% of teachers and 74% of grade 7-12 students wanted laptops, not iPads

that tablets were not the device of choice for teachers and students, poor for writing, encouraged facile creativity, were consumer not producer devices and awful for coding. They were vanity projects, too expensive, as well as teacher and student unfriendly.

למה הקידמה נשארת מחוץ לכיתות?

האב: יואבי, תזהר! אתה קרוב מדי!

הקריין: אבא, לא תמיד תהיה קרוב אליו ברכב כדי להזהיר אותו. לכן אתה צריך שיהיה Mobileye במכונית.

Overuse of automation erodes pilots’ expertise and dulls their reflexes, leading to what Jan Noyes, an ergonomics expert at Britain’s University of Bristol, terms “a de-skilling of the crew.” No one doubts that autopilot has contributed to improvements in flight safety over the years. It reduces pilot fatigue and provides advance warnings of problems, and it can keep a plane airborne should the crew become disabled. But the steady overall decline in plane crashes masks the recent arrival of “a spectacularly new type of accident,” says Raja Parasuraman, a psychology professor at George Mason University and a leading authority on automation. When an autopilot system fails, too many pilots, thrust abruptly into what has become a rare role, make mistakes. … An overreliance on automation, the agency warned, could put planes and passengers at risk.

Seeking convenience, speed, and efficiency, we rush to off-load work to computers without reflecting on what we might be sacrificing as a result.

The uncertainty that was once an unavoidable part or our relationship with maps has been replaced by a false sense of Wi-Fi-enabled omnipotence. Digital maps are the enemies of wonder. They suppress our urge to experiment and (usually) steer us from error—but what could be more irrepressibly human than those very things?

Automation turns us from actors into observers.

the advantages of that format were never clearly explained beyond everybody would have more time. Except they really wouldn’t. And, we were told, teachers would have more room for creative teaching and students would improve their learning. Except the record on that is also pretty murky.

that the current school format is a valid way for students to learn. And, in the case of blocking, all we need to do is rearrange the time to make it better.

taking the same knowledge silos and making them larger is not really a change

We would like to know exactly what they’re trying to accomplish at Williamsburg (המחוז בו נערך השינוי) and why they think block scheduling is the answer.

But a strand of thought half way through caught my eye. It was this: the fear that computer screens will "will replace more valuable, sensory activities, such as putting their hands through a box of sand, or eating a tub of Play-Doh." And I wondered: what is the impact of sand on test scores? How about clay and paint? I don't think we'll find a significant difference, but the argument against technology is based on exactly that sort of data.